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Michigan DEC ConferenceEarly On Center for Higher EducationGREAT START FOR HIGHER EDUCATIONCamille Catlett camille.catlett@unc.eduLaurie Dinnebeillaurie.dinnebeil@utoledo.edu867977116185Session resources at resources at National ContextTransforming the Workforce for Children Birth Through Age 8: A Unifying Foundation The Institute of Medicine’s seminal report supports building a workforce unified by the science of child develop-ment and early learning and the shared knowledge and competencies needed to provide consistent, high-quality support for the development and early learning of children from birth through age 8. Source: Power to the ProfessionPower to the Profession is a national collaboration to define the early childhood profession by establishing a unify-ing framework for career pathways, knowledge, and competencies, qualifications, standards, and compensation.Sources: Draft NAEYC Professional Standards and Competencies for Early Childhood EducatorsThis site has an archive with the first of draft of revised standards/competencies that are currently being developed by NAEYC. Source: DRAFT NAEYC Position Statement: Advancing Equity in Early Childhood Education Although equity and diversity are referenced in our NAEYS’S core values and beliefs, they have never had a separate position statement focused solely on these issues. The first draft of this new resource was out for national comment until April 5. Source: Culturally Responsive Teaching: A 50-State Survey of Teaching StandardsThis March 2019 resource by Jenny Muniz includes information about what culturally responsive teaching is, eight teacher competencies that promote culturally responsive teaching, ideas for how to use professional teaching standards to promote culturally responsive teaching, and excerpts from excellent teaching standards documents.Source: Alignment of Great Start for Higher Education (GSHE) Priorities with Michigan Early Childhood Priorities (page 5)DefinitionsEarly Childhood InclusionEarly childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.Source: DevelopmentProfessional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice. The key components of professional development include: (a) the characteristics and contexts of the learners (i.e., the “who” of professional development, including the characteristics and contexts of the learners and the children and families they serve); (b) content (i.e., the “what” of professional development; what professionals should know and be able to do; generally defined by professional competencies, standards, and credentials); and (c) the organization and facilitation of learning experiences (i.e., the “how” of professional development; the approaches, models, or methods used to support self-directed, experientially-oriented learning that is highly relevant to practice).Source: the 325N ProjectsGreat Start for Higher Education (see flyer for details)And sister projects at the University of Washington, San Diego State University, University of Denver, University of Colorado, and University of North Carolina.Course Design ResourcesCatlett, C., Maude, S., & Skinner, M. (2016, October). The blueprint process for enhancing early childhood preservice programs and courses. Unpublished manuscript. Article AssignmentStudents will find and read three professional articles in early childhood special education journals related to families. Each journal article must be research-based, containing information about a study and/or research. In addition, journal articles selected for this assignment should not be more than 5 years old. After reading each professional journal article, write a summary of the article. The article review should: Include the article citation using APA format (see examples below)Author last name, first initial. (Year, Month Day of publication). Title of article. Name of Periodical, Volume, issue number, [or other ID number], Page number or range. Retrieved from URLExample of Reference using APA guidelines:VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements in the selection of resources by psychology undergraduates. Journal of Bibliographic Research, 5, 117-123. Retrieved from a paragraph summarizing the articleinclude a paragraph about the main idea of the articleinclude a conclusion paragraph about the article reviewed and why you found the topic of interest to you and the early childhood professionAssignment Makeover: Adjust OutcomesAssignment Alignment Tool + Knowledge Acquisition/Knowledge Application (page 6)Assignment Makeover: Add Specific Emphasis or AlignmentAssignment Alignment Tool + Specific Emphasis (page 7)Vermont Personas Personas Personas alignment ResourcesFree resource collections Domain of DevelopmentCore Values and PrioritiesApproaches to Learning Family EngagementCreative Arts? Culture, Diversity, and EquityLanguage Children who are Dual Language Learners and their FamiliesLiteracy? Promoting the Full & Equitable Participation of Young Children through Practices that Reduce Suspension & ExpulsionMathematics? Inclusive PracticesMoving, Growing, Being Healthy PlayScience? Observation, Screening, Evaluation, and AssessmentSocial-Emotional Development Building Resilience: Supporting Young Children who have Experienced Trauma and MaltreatmentSocial Studies? GumdropsTopicGumdropURLLanguageSimilarities & differences DevelopmentSalty Lemonade Culture, Diversity, & EquityBoys and Girls Paid DifferentlyAssumptions in a Waiting RoomCulturally Responsive Teaching ButterThe Young DLL: 20 Short Videos PracticesThe Myth of AverageBowling for Inclusion Suspen-sion & ExpulsionSchool Suspensions are an Adult Behavior Improvement Tools Using the DEC Recommended Practices DEC Recommended Practice Modules EarlyEdU Alliance membership is available to any individual with a relevant early childhood affiliation who is looking for resources with which to enrich their teaching and PD. Members will have access to a Multimedia Resources Library to access an amazing database of video resources. The collection is searchable by keyword, topic, teaching practice, age of children, setting, and more. Each downloadable clip includes a description of the content and the length of the clip. This is also where members can connect to an active Faculty Community of Practice with other members.ListservsBabyTalk – monthly, birth to 36 monthsTo join the listserv, send an email with no message to subscribe-babytalk@listserv.unc.edu Past issues are archived at Resources – weekly, birth through Grade 3To subscribe, send an email with no message to subscribe-natural_resources2@listserv.unc.eduFaculty Finds – sign up at within Reason – bi-monthly, birth-8, emphasis on children with or at risk for disabilities and inclusionSubscribe or view past issues at website SCRIPT-NC Webinar SeriesJune 11, 2019, 2:00 – 3:00 PM EST: Best Practices in Online InstructionSeptember 10, 2019, 2:00 – 3:00 PM EST: Building Cohesion through Partnerships withCooperating and Mentor TeachersOctober 29, 2019, 2:00 – 3:00 PM EST: Topic to Be AnnouncedDetails at Alignment of Great Start for Higher Education (GSHE) Priorities with Michigan Early Childhood PrioritiesAreas of Emphasis for GSHEMichigan PrioritiesSSIPKiDS-WITSCKCCTop 10CertEmphasis on progress monitoring efforts to make decisions and support progress of young children √√√√Emphasis on using assistive tools and technology to enhance the development, access, and participation of young children √√√Emphasis on engaging, building respectful partnerships, and communicating effectively with families √√√Emphasis on supporting families to understand their young children’s development in areas including literacy, social-emotional, and STEM development√√√√Emphasis on supporting language and literacy development√√√Emphasis on supporting social-emotional development√√√√√Emphasis on supporting STEM development√√√Emphasis on evidence-based practices for supporting young children with disabilities across domains√√√√Emphasis on evidence-based practices for supporting young children with who are dual language learners across domains√√√Emphasis on evidence-based practices for supporting young children who are racially, ethnically, and culturally diverse √√√Emphasis on evidence-based practices for building resilience for young children who have experienced maltreatment or trauma√√√Emphasis on implementing positive behavioral interventions and supports√√√Emphasis on collaborating and working effectively with diverse early childhood partners, including family members, specialists, and families √√Emphasis on assisting in the implementation of transition plans across settings (e.g., from preschool to elementary school)√SSIP = Michigan Part C Early On? State Systemic Improvement Plan KiDS-WITS = Knowledge, Dispositions, and Skills for Working with Infants and Toddlers with Special needs: Competencies for and Assessment of the Infant/Toddler WorkforceCKCC = Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce Top 10 = Top 10 in 10 Years Goals & Strategies Cert = Revised Michigan Teacher Certification Structure Alignment Tool + Knowledge Acquisition/ApplicationCourse:___________________________AssignmentAlignment with Course Objectives/Learning OutcomesWhat does the assignment measure?123456789101112Knowledge AcquisitionKnowledge Application1.2.3.4.5.6.7.8.Assignment Alignment Tool + Specific EmphasisCourse:___________________________AssignmentAlignment with Course Objectives/Learning OutcomesSpecific Emphasis123456789Dual Language LearnersChildren with DisabilitiesRace, Ethnicity, CultureBuilding Resilience1.2.3.4.5.6.7.8. ................
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